U1 Wa Educ 5271

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University of People
EDUD 5271: Advanced Practices for Teaching Elementary and Middle School Literacy
Unit 1 written assignment
Instructor: Dr. Alicia Clark
November 19, 2023

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Introduction
Student achievement in all academic disciplines is fundamentally contingent upon the
ability to comprehend and assimilate information from various written materials (Lemov, 2021).
Insufficient prior knowledge and inadequacies in reading comprehension led to students lagging
behind. Fiction provides the contextual framework and comprehension of the universe, and
certain scholars and writers argue that fiction accomplishes this in a captivating manner
(Nikolajeva, 2014).
Acquiring knowledge via fiction diverges from acquiring knowledge through factual
information and non-fiction materials. Readers acquire information about the world, other
people, and many subjects, often without realizing it. Students acquire knowledge about several
unfamiliar languages, events, actions, history, geography, and science via the perspective of a
fictitious character, all the while delving into the emotions and behaviors of others. Lewis et al.
(2008) argued that works of fiction are more effective in promoting knowledge creation
compared to academic or policy research. They also noted that fiction has a wider audience and,
as a result, holds greater influence. In the subsequent sections of this article, the significance of
fiction in acquiring information about the world, understanding others, and self-awareness will
be further expounded upon.
Knowledge of the World
Fiction allows readers to acquire knowledge about the world and its various facets.
There exist several genres of fiction, with some being more grounded in reality while others are
characterized by fantastical elements that diverge significantly from the real world. An instance
of acquiring knowledge about the world via the perspective of fiction can be found in historical
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fiction. In this genre, students have the opportunity to get insights into many characteristics of a
particular era, such as culture, dress, transportation, and more (Nikolajeva, 2014).
The second facet of acquiring information about the world by reading fiction pertains to
the realms of nature and fauna. While animals in fictional novels are often portrayed as talking,
skilled readers can derive genuine pleasure and acquire accurate insights about the world through
fiction (Nikolajeva, 2014). In a study conducted by Jones (2019), the process of acquiring
information through reading and fiction was examined. The findings indicated that this process is
most effectively facilitated inside a classroom environment, under the supervision of a teacher.
This ensures that any potential misunderstandings and deviations from reality in fiction are
minimized.
Knowledge of Other People
Fiction enables us to get insights into individuals' characteristics and delve into their
perspectives, facilitating our understanding of diverse individuals. An essential element of
gaining insight into others via fiction is to explore the diverse range of characters, including
those that are virtuous, malevolent, wicked, self-centered, courageous, or timid. Exploring the
attributes of others via fiction may be a potent instrument for young children to develop their
character and gain insight into others (Nikolajeva, 2014).
The second facet of acquiring knowledge about other individuals through fiction stems
from the idea of the mind. Readers frequently acquire the ability to discern the thoughts of
another by delving into the character's perspective. In reality, this pertains to the ability to
discern individuals' thoughts by observing their behaviors, responses, nonverbal cues, and facial
expressions. Children can acquire knowledge about individuals through fictional narratives and
use these insights in their actual lives, often without conscious awareness (Nikolajeva, 2014).
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Knowledge of Self
Readers and students can gain self-awareness by examining the behaviors and emotions
of fictitious characters, just as they do when learning about others. Fiction aids individuals in
cultivating the ability to comprehend the emotions and thought processes of others (Nikolajeva,
2014). Proficiency in this talent is highly sought after by employers in the 21st century, and it
has the potential to be a valuable asset in today's market (Seifert, 2020). Another facet of
engaging in fiction reading that contributes to the enhancement of self-awareness is the capacity
to engage in critical thinking. Fiction challenges the boundaries of imagination and stimulates
the mind to explore boundless possibilities. Engaging in practice and using one's imagination
stimulates the development of critical thinking skills and enhances an individual's own attributes
(Seifert, 2020).
To summarize, fiction has a larger readership and generates more interest in the realm of
literature. Within the classroom setting, students have the opportunity to gain knowledge and
understanding of the world, as well as insights into other individuals and themselves, by
immersing themselves in the perspectives of fictional characters, settings, events, and emotions.
Teachers will have a crucial role in empowering readers and helping them distinguish between
the fictional and non-real elements of literature. Nonetheless, students can acquire knowledge
from many forms of fiction media, such as books, films, and other sources, both within and
outside the school environment (Lewis et al., 2008).

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References
Jones, T. (2019). Will students gain knowledge of the world by reading fiction? Theory and
Research in Education, 17(1), 3–18. https://doi.org/10.1177/1477878519832675
Lemov, D. (2021, June 1). How knowledge powers reading. ASCD.
https://www.ascd.org/el/articles/how-knowledge-powers-reading.
Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children's literature.
http://ebookcentral.proquest.com/lib/univ-peopleebooksidetail.action?docid=1715259
Seifert, C. (2020, May 28). The case for reading fiction. Harvard Business Review.
https://hbr.org/2020/03/the-case-for-reading-fiction
Lewis, D., Rodgers, D., & Woolcock, M. (2008). The fiction of development: Literary
representation as a source of authoritative knowledge. The Journal of Development
Studies, 44(2), 198–216. https://doi.org/10.1080/00220380701789828

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Unit 1 written assignment

Instructor: Dr. Alicia Clark

November 19, 2023

Student achievement in all academic disciplines is fundamentally contingent upon the

be further expounded upon.

Knowledge of the World

Knowledge of Other People

perspectives, facilitating our understanding of diverse individuals. An essential element of

character and gain insight into others (Nikolajeva, 2014).

outside the school environment (Lewis et al., 2008).

Research in Education, 17(1), 3–18. https://doi.org/10.1177/1477878519832675

Lemov, D. (2021, June 1). How knowledge powers reading. ASCD.

Nikolajeva, M. (2014). Reading for learning: cognitive approaches to children's literature.

representation as a source of authoritative knowledge. The Journal of Development

Studies, 44(2), 198–216. https://doi.org/10.1080/00220380701789828

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